Raising Participation in learning IAG toolkit for post-16 learning providers An electronic version of this document is available to download from the practitioners’ section of the Connexions Derbyshire website: www.connexions-derbyshire.org (practitioners section — curriculum support — RPA). We recommend reading it in electronic format as this will enable access to website links throughout the document.

Contents:

- **Section One** 2 The Raising of the Participation Age and the Derby City Trial Project

- **Section Two** 4 Information, Advice and Guidance

- **Section Three** 7 The Learner Journey - good practice from application to transition

  - Pre-Entry IAG and Application 7
  - Information Sharing 8
  - Admission and induction 9
  - Delivering Flexible Provision 10
  - On programme CEIAG 11
  - Retention 12
  - Integrated Youth Support Services 13
  - IYSS Referral Pathway 14
  - Managed Learning Transfer 16
  - Planning for Transition 16

- **Section Four** 18 Summary and Checklist

- **Section Five** 19 Useful documents and resources

The purpose of this toolkit is to share some of the information, processes and good practice that have been identified and developed so far as part of Derby City’s RPA trial project and to signpost learning providers and others to the range of supporting information, training and resources which will help them develop their own IAG practice. **We hope that you find it a useful resource.** Section One

The Raising of the Participation Age

“The Raising of the Participation Age... is one of the most fundamental changes to our education system... Our preparations for this historic change need to start now.” Iain Wright MP, 2010

What is the Raising of the Participation Age (RPA)?

The Education and Skills Act 2008 increased the age to which young people must remain in learning to 18. This will be phased in with the participation age rising to 17 in 2013 and to 18 in 2015. Young people will have a range of learning options including full time and part time education, apprenticeships, diplomas, foundation learning and volunteering or employment with training. The rationale behind this change is to equip the UK with a more highly skilled workforce whilst increasing the opportunities for all young people to fully realise their potential.

The Raising of the Participation Age (RPA) is supported by other national strategies. The 14-19 reforms should ensure that appropriate, flexible and quality provision is available for all young people, and the national Information, Advice and Guidance (IAG) Strategy; Quality, Choice and Aspiration, is designed to ensure that all young people receive the quality IAG they require to make the right choices for them to remain engaged and successful in learning.

The Department for Education, formerly DCSF, has funded Connexions Derbyshire on behalf of Derby City Local Authority since November 2009 to run an RPA trial project. The purpose of this project has been to look at developing IAG and other processes to help prepare for the implementation of RPA. This has included work with children, young people and their families and partner agencies.

What do young people in Derby say about the RPA?

- “What’s good about staying in learning is that you will be able to expand your learning as well as have the best opportunities in life” (Yr 6 learner).
- “You get better grades and a better job as well as you get more money from your job” (Yr 7 learner).

Thoughts of current learners on their experiences of leaving school:

- “I just decided to leave. I thought I would get work until September but I’ve not managed it” (16 year old after dropping out of college).
- “We don’t just want to be left alone after leaving school” (16 year old in training on receiving ongoing advice about options).

NB - Like many other areas of government policy, the approach to and implementation of the RPA is currently under review. However, at the time of writing, RPA remains in statute and whatever future decisions may be made about its implementation, there is little doubt that there will continue to be an emphasis on increasing participation in learning and improving quality of Information Advice and Guidance. As part of the project, we carried out an initial analysis of those young people leaving learning early. This was completed in order to better understand the reasons for young people leaving early and to identify areas for potential development and targeting of support services.

**Analysis of young people leaving learning early - what did we find?**

- 93% of 2009 Year 11 leavers went into learning by November
- Only 44 young people from the 2009 leaver cohort were not in any form of learning or work by January 2010.

From an 18 month study of the 2008 leaver cohort, we found:

- Less than 80% stayed continually in learning until they were 18, however

- The majority of those who did leave learning subsequently re-engaged in a different form of learning

- Slightly more females (19.3%) than males (17.9%) left learning early

- The majority of those leaving within the first term were from level 1 courses, whereas the majority leaving learning over the longer term were from level 3 courses

- Where a reason was given, the most common reason for a learner leaving learning was ‘asked to leave by provider’ Other common reasons were:

  - Unhappy with course
  - Change of career choice
  - Moved to preferred choice
  - Struggled academically
  - Pregnancy
  - Family breakdown
  - Moved out of area
  - Custodial sentence
  - Illness

- Learning providers reported the most common issues for learners leaving early were:

  - Family pressures / responsibilities
  - Financial pressures and the need to find or juggle part time work
  - Difficulties coping with academic demands of course
  - Difficulties adjusting to structure of learning
  - Lack of motivation or direction
  - Other personal issues

- See full report on the practitioners section of the Connexions Derbyshire website: [www.connexions-derbyshire.org](http://www.connexions-derbyshire.org) Section Two Information, Advice and Guidance (IAG)

Extract from IAG Quality Standards User Guide, DCSF 2007:

“IAG covers a range of activities that equip young people to manage their personal and career development, including learning, and to become more self-reliant. CEIAG – Careers Education Information Advice and Guidance is the umbrella term within which IAG operates and includes curriculum development within Careers Education at schools and learning providers.

IAG includes:

- **information** – accurate, up-to-date and objective information about personal and lifestyle issues, learning and career opportunities, progression routes, choices, where to find help and advice and how to access it
- **advice** – activities that help young people to gather, understand and interpret information and apply it to their own situation
- **guidance** – impartial guidance and specialist support to help young people understand themselves and their needs, confront barriers, resolve conflicts, develop new perspectives and make progress

**Why is good quality IAG important?**

Good quality IAG supports young people’s personal development, achievement and career progression. It helps them to make successful transitions through learning and into work. There is strong evidence that young people who receive good quality IAG achieve more and are less likely to drop out or change courses than those who do not. Young people say they want and need more help when making lifestyle decisions and choices about their next and future steps.

Good quality IAG

- contributes directly to the achievement of the five Every Child Matters outcomes and cross-cuts national and local targets, such as Public Service Agreement targets, and targets in the Local Area Agreement and Derby City Children and Young People’s Plan
- facilitates the implementation of the 14-19 reform programme, which places great emphasis on the delivery of high quality, comprehensive, impartial and learner-led IAG, and contributes to 14-19 progress checks
- raises aspirations and increases achievement and participation 14-19
- features in Ofsted inspections, which look at how well IAG contributes to achieving good outcomes for young people, supporting individual progression and achievement by tackling misunderstandings, challenging stereotypical and traditional thinking, and helping to ensure that young people see all options as real.” What are we doing to ensure young people are able to access good quality IAG?

As part of the RPA Trial project, we consulted with a range of learning providers, IAG and youth support services to draw up an IAG entitlement for all young people post 16 which could be used as a framework to review and develop our practice. This document has been endorsed by the Derby City 14-19 Partnership.

The Derby City Post 16 IAG Entitlement

All young people (16-19\*) are entitled to...

- Help to raise their aspirations, overcome barriers and to reach their full potential.
- Impartial information, advice and guidance about learning and work options (including about Apprenticeships, Diplomas, Foundation Learning, GCSEs/A levels, Employment with training, Volunteering and Higher Education)
- One to one guidance and support from a Connexions adviser if needed.
- The opportunity to create and review an individual career action plan based on assessment of their individual needs.
- An opportunity to learn about the world of work through labour market information or work related activities.
- Impartial information, advice and guidance around personal, health and social issues and, where needed, one to one support from local integrated and specialist youth support services.
- Information, advice and guidance to be delivered by appropriately trained and knowledgeable staff.

In addition, young people in learning (16-19\*) are also entitled to...

- Support from a Personal Tutor who knows them well and who can help them to access specialist advice and ensure any learning needs or issues are quickly addressed.
- Access to high quality programmes of careers and personal education which help young people to plan and manage their own careers and lives.
- The opportunity to create and review an individual learning plan based on assessment of their individual needs
- Access to a supportive process of managed learning transfer for learners at risk of disengagement, exclusion or non-progression.

...to help them engage with, access and remain in learning and make successful transitions

- or up to 25 in the case of learners with LDD Post 16 IAG - A learner journey This flowchart summarises some of the good practice processes that have been identified in discussion with Derby City learning providers and others. See section 3 of the toolkit for further detail on each of the boxes.

(CE)IAG for all Young People

Impartial Pre-Entry CEIAG Connexions, schools and providers work together to ensure that all young people receive impartial CEIAG and make the best post 16 choices: • Supported by the Area Prospectus Routes Ahead - www.routes-ahead.org

Application From September 2011, all learning applications made via Routes Ahead.

Information Sharing and Assessment Sharing of accurate assessment and learning information is vital to helping increasing the chances of successful transition. See Derby and Derbyshire Information Sharing guidance at www.derbyshirescb.org.uk

Admission and Induction • Onto suitable provision • Assessment/early identification of need • Individual learning / action / target setting plan for all learners

On programme delivery (CE)IAG Supporting resources available from www.connexions-derbyshire.org o Career Mark o Information resources o CPD / training for staff o Post 16 resource pack o CEIAG Good practice guide

Issues with progression, completion and retention Referral to IAG / support or Managed Learning Transfer

Targeted support Some learners will be identified at an early stage or whilst on programme as being at risk of leaving learning or requiring additional support. e.g. academic / learning, behavioural, health etc. These should be offered personalised support recorded in their individual learning / support plan.

Support / Referral • Learning provider’s internal support processes • Mentoring • IYSS referral pathway: • Connexions - www.connexions-derbyshire.org • The Space - www.derby.gov.uk/thespace • Other Youth Support Services • NEET engagement activities

Successful transition to further learning / employment Inform Connexions of progression Section 3

The Learner Journey - good practice from application to transition

The following information and case studies are based partly on feedback from Derby City learning providers on their existing good practice.

Impartial Pre-entry IAG and Application

Connexions, schools, colleges and providers work together to ensure that all young people receive impartial CEIAG throughout their education to enable them to make well-informed, realistic decisions about their 14-19 options. It is important that they receive impartial and comprehensive IAG so as to maximise their chances of progressing into a suitable and sustainable outcome.

Case Study: Ensuring Impartial Pre-Entry IAG - NACRO

NACRO, an foundation learning provider, receives a number of self-referrals for their courses, often through word of mouth. However, to ensure that all learners joining have received impartial IAG and are joining a course that will meet their needs, NACRO refer all self-referrals to their link Connexions Personal Adviser (PA) before signing them up. The link PA is familiar with NACRO and their provision, so is able to ascertain the young person’s suitability for joining their programmes, but is also able to offer a broader picture about the full range of provision available.

On a number of occasions, young people referred from NACRO have eventually ended up starting courses with different providers which were better suited to their needs. This process also means that NACRO can be confident that those learners who do join them are doing so as the result of a well-informed decision and are likely to be more suitable and committed to the course, and having already made links with the link PA.

All young people will be supported to apply for their choice of Post-16 learning option – broadly available via the following routes:

- GCSE and A/ S levels
- Vocational qualifications
- Foundation Learning
- Diplomas
- Apprenticeships and work based learning

This process supported by Routes Ahead, the Online Area Prospectus for Derby and Derbyshire at www.routes-ahead.org

This prospectus provides full course details for all 14-19 learning courses. It also provides information on out of county provision, Independent and Special Schools. All learning providers should ensure that their course details on Routes Ahead are up to date, as this ensures that young people have access to the best and most accurate information on which to make their choices.

Links are also provided to the national apprenticeships vacancy website www.apprenticeships.org.uk for young people looking for apprenticeship and work based learning options.

From September 2011, Routes Ahead will provide online applications to all courses at all learning providers in Derby and Derbyshire. All young people will be supported to use this system when it is fully in operation. All organisations need to check that they are ready to fully use this system to send and receive applications.

Information Sharing

The sharing and effective use of information about learners’ support needs and progress is vital to the ability to offer provision and support that meets their needs and builds on existing assessments and achievements rather than repeating them. Derby and Derbyshire local authorities have a joint information sharing agreement for all staff working with children and young people, available at: www.derbyshirescb.org.uk

What type of information might I be sharing, receiving or making use of?

- Safeguarding
- Common Assessment Framework - CAF
- Statements of Special Educational Needs – SEN
- Assessments of Learning Needs (Section 139a Assessment)
- Individual Education Plans – IEP
- Multi-Element Plans – MEP
- Behaviour Management Strategies
- Pen Profiles
- Any other information that will aid understanding of their potential, learning style and support needs

Case Study - Information Sharing Kingsmead School

Kingsmead School is working with Derby College to make more effective use of ‘pen portraits’. Pen portraits provide background information on young people with whom Kingsmead has been working with intensively. This helps support young people’s transition into college.

This information will give tutors an insight into what the support needs of the young person are and what learning strategies have been effective when working with them in the past. We are looking to develop facilities on the Routes Ahead online application system to facilitate this kind of information exchange more widely. In addition, it is important that details of all learners starting and leaving any provision is shared with Connexions – **this will be a statutory duty from 2013** – as this enables Connexions to ensure that all young people are accessing learning and that they can be followed up and engaged where they are not doing so.

Foundation Learning Providers can use Provision Tracker, an on-line facility to report this information. Other schools, colleges and training providers will need to follow the procedures set out in their partnership agreements with Connexions.

**Admission and Induction**

All young people should be admitted to a programme which is suitable for their needs and have the opportunity to complete or update an individual plan that sets out their aims and targets for the programme as well as any learning or other support that they require – this should be based on the type of assessment information outlined above.

The effective completion of such a plan will contribute to retention and successful progression by setting out the learner’s support needs from the outset. Eventually, the intention is that all young people will have an electronic **Individual Learning Plan** (ILP), which will follow them through school and into post 16 learning.

All young people should attend a structured and supportive induction at their learning provider on admission, setting out expectations, ground rules and covering issues such as health and safety, equality and diversity and the providers policies and procedures. This should also give learners the chance to get to know each other and their tutors in a supportive environment.

**Case Study – Admission and Induction**

**Landau Forte College**

When a young person then decides to apply to Landau Forte College, Tutors are able to mix and match pathways to ensure learners get the most appropriate timetable for them. Personalised learning and detailed timetabling ensures around 98% of learners receive the subjects that they wish to study at level three.

The college also work with other providers where they are not able to offer a given subject. As an example of this, a young person who is a talented pianist is linked with nearby St Benedict’s Catholic School and Performing Arts College in order to undertake A/S level Music, which is not offered by the college.

Taster days for all students who hold a conditional offer at Landau Forte are offered. Named ‘Life at Landau’, these days offer the chance to meet with both subject tutors and personal tutors. Young people are also able to have a taste of what a given subject will be like at A/S level by attending a lesson in a subject during the day. Following the day, around 70% of students who hold a conditional offer attend the college for their Post-16 provision.

The college also runs a two day induction session for all Year 12 students. As part of this induction, young people are given the opportunity to meet with their personal tutor for the first time. Young people also take part in orientation and team building exercises. Some of these exercises are facilitated by the University of Birmingham in order to raise aspirations and give young people a flavour of where their studies could lead them. Delivering flexible provision

If all young people are to be encouraged to remain in learning until 18, it is important that suitable and flexible provision is available to meet a range of needs as described below.

Case Study Flexible provision - Derby College (Connected)

K’s story K had previously been excluded from school due to serious behaviour incidents. K was due to attend a Pupil Referral Unit (PRU) within Derby City but did not attend this provision and struggled to re-engage with education in any format.

An able student, K was allowed back into school to undertake GCSE’s and obtained level two qualifications including English. After leaving school, K was determined to eventually obtain a business administration apprenticeship but found it difficult to obtain employment.

Following interventions by Connexions Derbyshire K was referred to the ESF funded ‘Connected’ provision which provided targeted learning in small groups via Derby College. This provision offered a variety of start dates year round and also provided work experience to all participants.

K thrived on this course which provided greater learning flexibility in start dates, targeted support to bring her numeracy up to level two and worked to build up her self-esteem. K has now applied to the Royal Navy to work within business administration.

Case Study Working in partnership - Rathbone

Rathbone work with a range of partner organisations in the delivery of their programme. For example, they have partnership agreements with Training Services 2000 and Kieran Mullin, both of whom offer one day a week placements as part of their Foundation Learning programme, and Derby College, who offer short work tasters in different vocational areas and have also agreed to contact Rathbone regarding learners who are (at risk of) dropping out of college who may benefit from joining Rathbone instead.

These partnership links not only enhance the content of the programme by offering learners hands on experience of different vocational areas in a different learning environment, they also support learners’ transition from one provider to another. For example, some learners who have done a one day a week placement with Training Services 2000 as part of their Rathbone Foundation Learning course have subsequently progressed onto a full apprenticeship through Training Services 2000 itself. Conversely, some learners who have applied to TS2000 but were not ready to go straight into an apprenticeship have been referred to Rathbone for a period on Foundation Learning to develop their skills further before re-applying. On Programme Delivery of CEIAG

An ongoing programme of Careers Education, Information, Advice and Guidance (CEIAG) is required to enable learners to continue to develop their career plans, develop their work and life skills and equip them for the future. The provision of an effective, well planned and timely programme of CEIAG will give learners the best opportunity to make a positive progression from learning into work.

Careers Education works alongside Personal, Social, Health and Employability Education (PSHEe) / Personal and Social Development (PSD), work related learning and cross-curricular links to provide a holistic approach suitable for all young people.

Career Mark

The quality of CEIAG is evaluated and developed through Career Mark. This is the East Midlands Consortium careers education, information and guidance quality award. See www.careermark.co.uk for further information.

It is the expectation of the Derby City 14-19 Partnership that all learning providers will be working towards Career Mark in order to achieve and evidence high quality and consistent CEIAG across the city.

Career Mark is both a development tool and a portfolio and observation based award that looks at the five standards of Information, Guidance, Management, Curriculum and Outcomes. It is cross referenced against Ofsted, Matrix and the National IAG Standards. Support is available from Connexions Derbyshire to help providers work towards this award.

Where can I get help and resources with CEIAG?

- The Connexions Derbyshire website www.connexions-derbyshire.org practitioners section provides detailed information on:
  - Career Mark support and resources
  - Information resources including useful websites, books, posters and leaflets to use with learners on careers and options Post 16, guidance on information networks within learning providers and labour market information.
  - Post 16 Resource Pack including lesson plans and guidance around CEIAG for Post 16 learners.
  - Continuing Professional Development (CPD) for staff including workshops run by Connexions Derbyshire, accredited CEIAG courses, web links to organisations offering CPD and staff resources for CPD.
- The CEGNET website www.cegnet.co.uk provides information on teaching and learning, leading and managing within CEIAG.
- Derbyshire Education Business Partnership, (DEBP) www.debp.co.uk provides information on work related learning and links with employers. Retention

Within the context of the Raising of the Participation Age, retention of young people in learning is obviously a key issue. See the box on page 3 for some of our findings about why some young people in Derby left learning early. There is a range of good practice around retention, but we still need to do more.

One key to successful retention is early identification of learners at risk of leaving by making use of the information sharing as discussed above, and looking out for characteristics or indicators that might suggest a learner could leave early. For example, Griffiths (2003) identified possible risk indicators for early leavers from FE:

- Learners who applied for or started the course late
- Learners who work part time in addition to the programme
- Learners needing extra support with childcare, housing, finance etc.
- Learners who only just meet entry requirements
- Learners with past attendance / commitment issues
- Learners with no clear goal/aim.
- Learners on an unsuitable level of course or subject choice.
- Learners who refuse learning support
- ‘Soft’ indicators including character change, behaviour and motivation

Having identified ‘at risk’ learners, support and monitoring should be put in place, including adaptations or changes to provision where necessary. Learning providers in the city identified a range of internal support mechanisms that they have in place including mentors, counsellors and systems for flagging up concerns and offering flexibility and support.

Case Study - Attendance issues and retention R’s story

On leaving compulsory education at 16, R had very low literacy and numeracy levels (at entry level two). R was extremely withdrawn, displaying very poor social skills as well as communication skills.

R tried out two foundation learning courses at training providers after leaving school, but failed to make significant progress. Both training providers placed him in a classroom environment but R found it hard to settle and occasionally failed to attend.

R met with Connexions Derbyshire weekly to discuss his options and his progress on his course. In the long term he had a career goal of working with animals or working outside. With support from his existing provision and Connexions Derbyshire, R was able to access an interview at Derby Skillbuild, a training provider which could offer vocational work options outside. Information on R, including Section 139a assessment were passed from one training provider to another.

R has made a huge amount of progress since starting at his new training provider. His attendance levels have greatly improved as well as his overall confidence. R now has the potential to move forward with his future plans. Integrated Youth Support Services

Some young people whose needs cannot be met through internal support systems may benefit from referral to external support through Integrated Youth Support Services (IYSS) for issues such as housing, health and career options.

A referral pathway is available on page 14 with details on how to refer into IYSS – see below.

Case Study - Retention in learning N’s story

N started at Juniper Training on their foundation learning programme. N appeared to be enjoying the course but tutors began to notice a trend in his attendance in that he was attending training in the morning but did not return for the afternoon session.

N initially gave no explanation for this but during his review told his tutor that he had to accompany his family to the hospital most afternoons. This was due to the fact that his brother had mental health issues and his families’ limited English meant that he was needed to translate for them with hospital staff.

Juniper Training arranged for N to complete his foundation learning hours each day in the morning only so he could gain his qualification and still take his brother to the hospital. N now attends every day and is looking to gain an apprenticeship in motor mechanics.

Case Study - Integrated Youth Support - The Space D’s story

D had been asked to leave the family home at 16. D was at college and was keen to continue his education.

D was living at various friends’ addresses and as a result was often late for college. D was finding it tough, adapting to different household routines and walking from different locations to college. The college were unaware of his situation and his poor attendance caused by his difficulties was beginning to cause problems.

D was supported by a worker from The Space who was able to assist D to present as homeless with the Housing Options centre. D was also supported to apply for relevant benefits at Connexions and Job Centre Plus.

D was supported with food parcels and contact was made with social care to support D. With D’s agreement, college were contacted to ensure support was in place to continue his education.

The college were able to support with recognising the impact that housing issues was having on D’s education and learning in terms of attendance. They were also able to support D by providing a hot meal each day.

D was then assisted to move into supported housing where a support worker was available to assist D with any issues that may arise in the future. Referral Pathway Youth support services referral pathway — Derby City Information for post-16 learning providers

Young person in post-16 learning with issues affecting their participation, achievement or progression requiring external support or referral.

Safeguarding In the case of safeguarding concerns, providers should follow the Derby and Derbyshire Safeguarding Children Board procedures. Social care: 641 172 Out of hours Careline: 711 250 Local guidance at: www.derbyshirescb.org.uk/procedures National guidance in 'What to do if you're worried a child is being abused'

Does young person have a link Connexions Personal Adviser (PA)?

Yes

No

Refer to link Connexions PA who will assess need and make relevant onward referrals.

Refer to Connexions for career and learning related issues — phone to make an appointment.

Refer to The Space for personal, social or health related issues. They will offer direct support or help young person access other services as appropriate. Phone or drop in — learning providers can also phone for advice or information.

Derby Connexions Centre 8 Curzon Street, Derby DE1 1LL

Opening Times Monday to Friday 9.30am to 4.30pm Except Wednesday 9.30am to 1pm Telephone: 01332 200 033 Email: helpline@connexions-derbyshire.org Website: www.connexions-derbyshire.org Free helpline: 0800 269 468

Connexions Personal Advisers are independent and give impartial IAG. They can offer:

- in-depth careers guidance
- information about options and occupations
- help finding and applying for jobs, courses or training, and
- liaison with and referral to other agencies as required.

The Space 12 The Spot, Osmaston Road Derby DE1 2JA Telephone: 01332 364 445 Email: thespace@dcys.org.uk www.derby.gov.uk/thespace

Opening Times Monday to Thursday 12 noon to 5pm Friday 11am to 4pm Saturday 11am to 2pm

Support, advice and information

- Housing
- Homelessness
- Benefits
- Form filling
- Education, employment and volunteering
- Drugs and alcohol
- Debt and welfare rights
- Smoking cessation
- Leisure activities
- Chlamydia and pregnancy testing
- C Scheme for condoms
- Making referrals and accompanying young people to appointments.

Specialist support services based at The SPACE

- Counselling service — 12 to 19 years — Wednesday and Friday
- Contraception and Sexual Health — Monday, Tuesday, Thursday and Saturday
- Young person's specialist service — 16 to 17 years — for anyone experiencing mental health difficulties. Wednesday.
- Addaction — drugs and alcohol — Drop-in Tuesday
- Spaceman — sexual health — male only session Friday

Referral and support to access other services as required based on assessment of young person's needs. Supported where appropriate by Common Assessment Framework (CAF). Useful Websites

Advice and support

- www.childline.org.uk
- www.samaritans.org.uk
- www.thesite.org.uk

Careers, learning and employment

- www.connexions-derbyshire.org
- www.routes-ahead.org
- www.apprenticeships.org.uk
- www.ucas.ac.uk
- www.jobseekers.direct.gov.uk
- www.vinspired.org

Bullying

- www.kidscape.org.uk

Contraception, sexual health and general health

- www.brook.org.uk
- www.ruthinking.co.uk
- www.nhsdirect.nhs.uk

The law

- www.communitylegaladvice.org.uk
- www.citizensadviceandlawcentre.org

Housing and homelessness

- www.housingaid.org.uk
- www.shelter.org.uk

Mental health

- www.mind.org.uk
- www.rethink.org
- www.sane.org.uk

Money, Finance and Benefits

- www.nationaldebtline.co.uk
- www.dwp.gov.uk

Sexuality

- www.gayderbyshire.co.uk
- www.lgf.org.uk

Drugs and Alcohol

- www.addaction.org.uk
- www.laurenslink.org.uk
- www.talktofrank.com

General Information

- www.derby.gov.uk/YoungDerby Managed Learning Transfer

Where there continue to be issues with retention or progression despite a range of support being put in place, we are hoping to put in place from September 2010 a Managed Learning Transfer (MLT) process. This has been discussed with learning providers in Derby City and endorsed by the 14-19 Partnership.

What is Managed Learning Transfer?

The intention of the Managed Learning Transfer protocol is to provide a mechanism for learners at risk of disengagement, exclusion or non-progression from post 16 learning to be offered the opportunity of a smooth transition to other appropriate learning opportunities that may better meet their needs. This should, however, be seen as a last resort once other avenues of support for retention or progression within the learning provider have been exhausted.

Key Principles:

- Robust information sharing to support learners
- High quality, impartial IAG
- Internal and external support for retention
- Ownership of process from YP (and family) and providers
- Process should support impartiality
- Continuity of support
- Flexible provision to be commissioned

Process:

- Learners to be engaged in process
- Support and guidance from Connexions PA as required
- Alternative provision identified
- Transfer and support package agreed including named individuals to support transfer and other agency support
- Information on learning support needs to be transferred from one provider to the other on Managed Learning Transfer form
- Additional assessments or meetings to support learners with more complex needs or whom it is more difficult to place.
- Provision issues to be referred back to Local Authority 14-19 team
- Process and IAG support to be evaluated by learners online

Final consultation with providers and others will take place during summer 2010, and full details and supporting materials will be made available as an appendix to the electronic copy of this document by September 2010.

Planning for Transition

Having successful progressed through their course, learners will need IAG - supported if necessary by Connexions Personal Advisers - to help them make a successful transition into:

- Further education; Sixth Form, Vocational Sixth Form, Further Education College, Foundation Learning provider • Employment with training • Higher Education • Apprenticeships • Learning Difficulties and Disabilities provision and supported employment

Case Study Helping learners plan their next steps - Derby College

Derby College holds an Annual Careers Roadshow offering young people the opportunity to look at apprenticeships, higher education, employment, self-employment and volunteering.

This event is held at lunchtime over a week at five college sites with the aim of helping students have a clearer understanding of their career aspirations and the steps they need to take to get where they want to be.

As part of the event, young people are able to complete a questionnaire in advance named ‘My Career Plan’ about their career planning and aspirations. This allows young people to target both the type of information they would need to take from the event and plan who they would need to talk to in order to gather further information.

The majority of young people will make a successful transition into their preferred next step. For those who do not do so, support continues to be available from Connexions and other organisations to re-engage the learner and help them to progress.

It is useful to evaluate the experience of all learners, so in addition to providers own evaluation or exit interview procedures, there is a Derby-wide learner survey which we would encourage all leavers from learning to complete.

When a young person has made a successful transition, Connexions Derbyshire should be informed via email. This will be a statutory requirement from 2013, and it enables Connexions on behalf of the local authority to ensure that all young people are engaged in learning and to contact and support those who aren’t.

Please refer to your partnership agreement with Connexions Derbyshire for the agreed method of communicating this information.

We hope that you have found this toolkit useful. We will continue to:

• update it online as practice develops • Illustrate a range of best practice across the city.

We also will be continuing to meet regularly with providers and partners to carry on discussing and sharing good practice so that as a partnership we can work towards delivering a comprehensive offer of quality IAG coupled with quality provision for all young people to the age of 18 and beyond. Section Four - Summary and Checklist

Summary

- The Participation Age is rising to **17 in 2013 and to 18 in 2015**.
- Young people will have a **range of learning options**; full time and part time education, apprenticeships, diplomas, foundation learning and volunteering or employment with training.
- **Applications** – online application via Routes Ahead from September 2011.
- **Information Sharing** is vital to ensure young people are in learning and supported.
- **Help with CEIAG** - for learning providers is available.
- **External support** for learners from Integrated Youth Support Services and others is available to support retention.
- **Managed Learning Transfers** – will be available to support all young people to remain in learning.

RPA Checklist – What does my organisation need to do to prepare for RPA?

Have you:

**CEIAG**

- Adopted the Post-16 IAG entitlement and shared it with your learners?
- Committed your organisation to the achievement of Career Mark?
- Developed effective programmes of CEIAG for all learners?
- Involved your learners in the evaluation of your CEIAG provision?

**Retention and Managed Learning Transfers**

- Established a system for early identification, support and referral of learners who may be at risk of disengagement, exclusion or non-progression?
- Identified a named person in your organisation to support the Managed Learning Transfer process?

**Routes Ahead**

- Ensured that your provision is up to date on Routes Ahead and the Connexions Derbyshire Provision Tracker (foundation learning providers only)?
- Attended training and identified a named person to support the Online application process via Routes Ahead?

**Information Sharing**

- Put in place systems to:
  - Exchange and make effective use of assessment and other background information on learners to support their learning and support plans?
  - Share information with Connexions on behalf of the Local Authority on applications, offers, starters and leavers? Section Five Useful Documents and Resources

Raising of the Participation Age (RPA)

- Raising of the Participation Age, Supporting Local Areas to Deliver: available at: http://publications.dcsf.gov.uk/

14-19 Reform

- 14-19 Reform Toolkit available at: http://www.14-19reforms.co.uk/

Impartial Careers Education

- Available from: http://publications.dcsf.gov.uk/

  - Statutory guidance on impartial careers education
  - Quality, Choice and Aspiration
  - Better Practice: A Guide to Delivering Effective Career Learning 11-19
  - Ways and Choices Lesson Plans and Guides

- Available from: www.connexions-derbyshire.org practitioners section:

  - CEIAG a Good Practice Guide
  - Post 16 Resource Pack
  - Directory of programmes of Professional Development for staff
  - Information and curriculum advice and resources
  - Further information on Derby City’s trial RPA project

- Available from: www.cegnet.co.uk - Careers education and IAG support and guidance

Career Mark

- Career Mark information available at the Connexions Derbyshire website: www.connexions-derbyshire.org practitioners section

- Career Mark website: www.careermark.co.uk